Xianhan Huang
Biographic Data
| ID | 3655158 |
|---|---|
| NAME | Xianhan Huang |
| GIVEN NAMES | Xianhan |
| FAMILY NAME | Huang |
| SIGNATURE | HUANG X |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-6182-1211 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From ‘meant to be’ to ‘passionate to be’: The roles of calling, transformational leadership, and self-efficacy in teacher work engagement
Work engagement is essential for teachers’ well-being and performance, yet its drivers remain underexplored. This study applies the Work as Calling Theory to examine the relationship between calling and transformational leadership with work engagement and the mediating effect of self-efficacy. Adopting a quantitative, cross-sectional design, we collected self-reported Likert-scale survey data from 924 in-service teachers in the Xinjiang Uyghur Au…
Exploring the link between psychological capital and teaching for creativity in urban and rural teachers
Introduction Teaching for creativity (TfC) has gained increasing emphasis due to its crucial role in improving student engagement and the development of creativity. However, the impact of teachers' state-like psychological factors on their TfC performance remains insufficiently understood. This study fills this gap by exploring how teachers' positive psychological capital, which includes efficacy, hope, resilience, and optimism, is related to the…
What teachers discuss and how they perceive and feel: Topic modeling and sentiment analysis of a generative artificial intelligence learning group on facebook
Is Teacher Collaboration Enough? The Essential Role of Job Crafting in Supporting Teachers' Basic Psychological Need Satisfaction
Teachers' basic psychological need satisfaction (BPNS) is essential for their professional development. Although teacher collaboration is often regarded as a key affordance for BPNS, its actual influence on different psychological needs and the mechanisms involved remain underexplored. Drawing on self‐determination theory and job crafting concept, this study investigates how teacher collaboration affects the satisfaction of three basic psychologi…
Unraveling Student Anxiety in EFL Classrooms in China: The Roles of the Classroom Environment and Control–Value Appraisals
In this study, control–value theory (CVT) was used to investigate how students’ perceptions of the classroom environment shape their anxiety in the context of English as a foreign language (EFL) learning through the mediating effects of control and intrinsic value appraisals. To capture the dynamic and fluctuating nature of anxiety in the context of EFL learning, a combination of the experience sampling method and within‐person mediation analyses…
Exploring job crafting behaviors among primary and secondary school teachers in China: A descriptive analysis
The evolving landscape of educational reform, coupled with the unique nature of the teaching profession, has positioned job crafting as a promising strategy to enhance teachers’ ability to deliver knowledge, foster student development, and support their own professional growth. This study aims to investigate the job crafting behaviors and their influencing factors among primary and secondary school teachers. A total of 1,886 teachers from Yunnan …
Teachers’ generative AI-facilitated informal learning: A scope review
Generative AI-facilitated informal learning (GenAIIL) refers to teachers’ self-initiated informal learning activities supported by GenAI tools. As an emerging form of professional learning, GenAIIL holds strong potential to enhance teachers’ instructional effectiveness and professional development. This scoping review investigates how GenAI contributes to teachers’ informal learning, the associated impacts, and the challenges teachers encounter. …
Beyond the call of duty: Effects of school learning culture, teacher self-efficacy, and informal learning on organizational citizenship behavior
Unlocking the relationship between instructional leadership, psychological well-being, and teacher job crafting
Purpose Drawing upon Job Demands-Resources theory, this study aims to investigate the impact of principal instructional leadership on teacher job crafting and the mediating role of teacher psychological well-being. Design/methodology/approach Data were collected from 998 teachers working in K-12 schools in China. Structural equation modelling and bootstrapping analysis were conducted to test the hypothesised relationships. Findings The results re…
The association between school climate, teacher emotions, and adaptive instruction
Introduction Although adaptive instruction has become increasingly important as a component of effective instruction, the mechanism of adaptive instruction remains underexplored. This study examined the potential associations between school climate and teacher emotions on adaptive instruction. Methods This study used cross-sectional approach with a sample included 2,880 primary school teachers from Chongqing, China. Results The results indicated …
Constructing the associations between creative role identity, creative self-efficacy, and teaching for creativity for primary and secondary teachers
The impact of school climate on teacher enthusiasm: The mediating effect of collective efficacy and teacher self-efficacy
This study investigated the critical roles of school climate and efficacy (collective teacher efficacy and teacher self-efficacy) in teachers’ enthusiasm throughout their teaching careers. Based on multigroup structural equation modelling and mediation analysis of a sample of 4594 primary school teachers in China, this study found that school climate significantly affected teachers’ enthusiasm. Furthermore, collective teacher efficacy had a stron…
The evolution of the association between teacher technology integration and its influencing factors over time
Teacher technology integration is an evolutionary process, and its relation with various personal and contextual variables may change over time. This study collected questionnaire responses from 429 Chinese K-12 teachers at two time points, and examined how the associations of technology-related beliefs, pedagogical practices and perceived contextual barriers with student-centered technology use and teacher-centered technology use changed over ti…
The relationship between informal teacher learning and self-efficacy among public school teachers and private school teachers in China
Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2…
Mapping trajectories of teacher leadership development: A study of Chinese teachers
The aim of this study was to describe the trajectories of teacher leadership development by investigating the interaction between teachers’ perceptions and practices of leadership at different career stages. A case study design was adopted. Data were collected from four primary school teachers in China through narrative-style, semi-structured interviews, storylines and observations. The results showed that teachers’ perceptions and practices of l…
Teachers’ informal workplace learning profiles: Outcomes and antecedents
Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement and instructional quality
BackgroundTeachers' instructional quality is critical to student learning and development. However, the affordance of different aspects of instructional quality remains underexplored.AimsThis study explores the relationship between teachers' personal growth initiative (PGI) and teacher engagement and instructional quality.SampleThe data were collected from 998 teachers (82.9% female, average years of teaching experience = 15.25, SD = 10.29) from …
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption
Previous research has identified various internal and external factors that predict teachers' technology adoption. Limited studies have explored how these internal and external factors interplay to determine different types of technology use. This study used the survey responses of 280 English as foreign language (EFL) teachers to examine how two key external factors (ie, school culture and professional development) interact with the two constitu…
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity
What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition
Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital
Moving beyond classroom teaching: A study of multidimensional teacher self-efficacy on job satisfaction and occupational commitment
Teacher self-efficacy is a key predictor of teacher attrition, but studies have primarily examined teacher self-efficacy via classroom teaching and overlooked other roles that teachers play in school. Accordingly, this study explores the relationships between, on the one hand, primary and secondary teachers’ job satisfaction and occupational commitment and, on the other, their self-efficacy in three domains: classroom teaching, teacher-student re…
Teachers’ socio-spatial practice in innovative learning environments
Understanding the relationship between innovative learning spaces and teachers’ pedagogical and social practices is essential given the increasing investment in innovative learning spaces worldwide. This study examined the socio-spatial practices of a group of teachers at a secondary school in an innovative learning space. Interview responses from 21 teachers revealed that space and social practices co-became through the interplay of the school c…
What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity
Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital
What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition
Teachers’ informal workplace learning profiles: Outcomes and antecedents
Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement and instructional quality
BackgroundTeachers' instructional quality is critical to student learning and development. However, the affordance of different aspects of instructional quality remains underexplored.AimsThis study explores the relationship between teachers' personal growth initiative (PGI) and teacher engagement and instructional quality.SampleThe data were collected from 998 teachers (82.9% female, average years of teaching experience = 15.25, SD = 10.29) from …
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity
What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity
Moving beyond classroom teaching: A study of multidimensional teacher self-efficacy on job satisfaction and occupational commitment
Teacher self-efficacy is a key predictor of teacher attrition, but studies have primarily examined teacher self-efficacy via classroom teaching and overlooked other roles that teachers play in school. Accordingly, this study explores the relationships between, on the one hand, primary and secondary teachers’ job satisfaction and occupational commitment and, on the other, their self-efficacy in three domains: classroom teaching, teacher-student re…
Teachers’ socio-spatial practice in innovative learning environments
Understanding the relationship between innovative learning spaces and teachers’ pedagogical and social practices is essential given the increasing investment in innovative learning spaces worldwide. This study examined the socio-spatial practices of a group of teachers at a secondary school in an innovative learning space. Interview responses from 21 teachers revealed that space and social practices co-became through the interplay of the school c…
What drives teaching for creativity? Dynamic componential modelling of the school environment, teacher enthusiasm, and metacognition
Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital
The differential interplay of TPACK, teacher beliefs, school culture and professional development with the nature of in‐service EFL teachers' technology adoption
Previous research has identified various internal and external factors that predict teachers' technology adoption. Limited studies have explored how these internal and external factors interplay to determine different types of technology use. This study used the survey responses of 280 English as foreign language (EFL) teachers to examine how two key external factors (ie, school culture and professional development) interact with the two constitu…
Work harder and smarter: The critical role of teachers’ job crafting in promoting teaching for creativity
The evolution of the association between teacher technology integration and its influencing factors over time
Teacher technology integration is an evolutionary process, and its relation with various personal and contextual variables may change over time. This study collected questionnaire responses from 429 Chinese K-12 teachers at two time points, and examined how the associations of technology-related beliefs, pedagogical practices and perceived contextual barriers with student-centered technology use and teacher-centered technology use changed over ti…
The relationship between informal teacher learning and self-efficacy among public school teachers and private school teachers in China
Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2…
Mapping trajectories of teacher leadership development: A study of Chinese teachers
The aim of this study was to describe the trajectories of teacher leadership development by investigating the interaction between teachers’ perceptions and practices of leadership at different career stages. A case study design was adopted. Data were collected from four primary school teachers in China through narrative-style, semi-structured interviews, storylines and observations. The results showed that teachers’ perceptions and practices of l…
Teachers’ informal workplace learning profiles: Outcomes and antecedents
Striving for personal growth matters: The relationship between personal growth initiative, teacher engagement and instructional quality
BackgroundTeachers' instructional quality is critical to student learning and development. However, the affordance of different aspects of instructional quality remains underexplored.AimsThis study explores the relationship between teachers' personal growth initiative (PGI) and teacher engagement and instructional quality.SampleThe data were collected from 998 teachers (82.9% female, average years of teaching experience = 15.25, SD = 10.29) from …
The association between school climate, teacher emotions, and adaptive instruction
Introduction Although adaptive instruction has become increasingly important as a component of effective instruction, the mechanism of adaptive instruction remains underexplored. This study examined the potential associations between school climate and teacher emotions on adaptive instruction. Methods This study used cross-sectional approach with a sample included 2,880 primary school teachers from Chongqing, China. Results The results indicated …
Constructing the associations between creative role identity, creative self-efficacy, and teaching for creativity for primary and secondary teachers
The impact of school climate on teacher enthusiasm: The mediating effect of collective efficacy and teacher self-efficacy
This study investigated the critical roles of school climate and efficacy (collective teacher efficacy and teacher self-efficacy) in teachers’ enthusiasm throughout their teaching careers. Based on multigroup structural equation modelling and mediation analysis of a sample of 4594 primary school teachers in China, this study found that school climate significantly affected teachers’ enthusiasm. Furthermore, collective teacher efficacy had a stron…
Exploring job crafting behaviors among primary and secondary school teachers in China: A descriptive analysis
The evolving landscape of educational reform, coupled with the unique nature of the teaching profession, has positioned job crafting as a promising strategy to enhance teachers’ ability to deliver knowledge, foster student development, and support their own professional growth. This study aims to investigate the job crafting behaviors and their influencing factors among primary and secondary school teachers. A total of 1,886 teachers from Yunnan …
Teachers’ generative AI-facilitated informal learning: A scope review
Generative AI-facilitated informal learning (GenAIIL) refers to teachers’ self-initiated informal learning activities supported by GenAI tools. As an emerging form of professional learning, GenAIIL holds strong potential to enhance teachers’ instructional effectiveness and professional development. This scoping review investigates how GenAI contributes to teachers’ informal learning, the associated impacts, and the challenges teachers encounter. …
Beyond the call of duty: Effects of school learning culture, teacher self-efficacy, and informal learning on organizational citizenship behavior
Unlocking the relationship between instructional leadership, psychological well-being, and teacher job crafting
Purpose Drawing upon Job Demands-Resources theory, this study aims to investigate the impact of principal instructional leadership on teacher job crafting and the mediating role of teacher psychological well-being. Design/methodology/approach Data were collected from 998 teachers working in K-12 schools in China. Structural equation modelling and bootstrapping analysis were conducted to test the hypothesised relationships. Findings The results re…
From ‘meant to be’ to ‘passionate to be’: The roles of calling, transformational leadership, and self-efficacy in teacher work engagement
Work engagement is essential for teachers’ well-being and performance, yet its drivers remain underexplored. This study applies the Work as Calling Theory to examine the relationship between calling and transformational leadership with work engagement and the mediating effect of self-efficacy. Adopting a quantitative, cross-sectional design, we collected self-reported Likert-scale survey data from 924 in-service teachers in the Xinjiang Uyghur Au…
Exploring the link between psychological capital and teaching for creativity in urban and rural teachers
Introduction Teaching for creativity (TfC) has gained increasing emphasis due to its crucial role in improving student engagement and the development of creativity. However, the impact of teachers' state-like psychological factors on their TfC performance remains insufficiently understood. This study fills this gap by exploring how teachers' positive psychological capital, which includes efficacy, hope, resilience, and optimism, is related to the…
What teachers discuss and how they perceive and feel: Topic modeling and sentiment analysis of a generative artificial intelligence learning group on facebook
Is Teacher Collaboration Enough? The Essential Role of Job Crafting in Supporting Teachers' Basic Psychological Need Satisfaction
Teachers' basic psychological need satisfaction (BPNS) is essential for their professional development. Although teacher collaboration is often regarded as a key affordance for BPNS, its actual influence on different psychological needs and the mechanisms involved remain underexplored. Drawing on self‐determination theory and job crafting concept, this study investigates how teacher collaboration affects the satisfaction of three basic psychologi…
Unraveling Student Anxiety in EFL Classrooms in China: The Roles of the Classroom Environment and Control–Value Appraisals
In this study, control–value theory (CVT) was used to investigate how students’ perceptions of the classroom environment shape their anxiety in the context of English as a foreign language (EFL) learning through the mediating effects of control and intrinsic value appraisals. To capture the dynamic and fluctuating nature of anxiety in the context of EFL learning, a combination of the experience sampling method and within‐person mediation analyses…
Psychology (16 works) · Mathematics education (14 works) · Pedagogy (13 works) · Social Psychology (10 works) · Structural equation modeling (8 works) · Self-efficacy (7 works) · Teacher Education and Leadership Studies (7 works) · Computer Science (6 works) · Sociology (6 works) · Creativity (5 works)